The article argues for an alliance of the capability approach developed by Amartya Sen with ideas from critical pedagogy for undergraduate university education which develops student agency and well being on the one hand, and social change towards greater justice on the other. The purposes of a university education in this article are taken to include both intrinsic and instrumental purposes and to therefore include personal development, economic opportunities and becoming educated citizens. Core ideas from the capability approach are outlined, (...) with examples, before possible articulations of capability and Sen's notion of process freedom with critical pedagogy are investigated. It is argued that each approach has something to offer when brought alongside as ‘critical capability pedagogies’, which seek to enhance and expand student experiences of learning and their ‘valuable beings and doings’. Finally core capabilities in a university education are considered and some of the problems of domesticating the capability approach addressed. (shrink)

In this article I discuss whether from Kant’s philosophy we can determine a moral duty to deal with global inequality, a problem that in Kant’s time was inexistent since it is a modern trend resulting from the industrial revolution. In doing this, I consider three main issues related to Kant’s thought and partially re-developed by contemporary authors: the individual moral duty to collaborate with nature’s purposiveness, which is aimed at attaining perpetual peace through humans fully developing their capacities, the normative (...) requirement to reform the global economic structure so as to prevent cases of coercion and deception suffered by vulnerable economic agents, and the validation of global property titles, in the same way as occurs at the national level when people leave the state of nature and enter a civil condition. The aim of the article is to investigate whether in Kant’s philosophy of history and of right, which can be considered as the theoretical connection point between the ancient cosmopolitan aspiration and a modern and articulate cosmopolitan philosophy, we may find some first moral insights regarding the contemporary debate over the existence of global duties of socio-economic justice. (shrink)

Gillian Brock develops a model of global justice that takes seriously the moral equality of all human beings notwithstanding their legitimate diverse identifications and affiliations. She addresses concerns about implementing global justice, showing how we can move from theory to feasible public policy that makes progress toward global justice.

With recent developments in political globalization, self-identifying “cosmopolitans” have overwhelmed the scholarly discourse. This article examines the moral claims behind the theory of cosmopolitanism—in its political universal form—while being especially cautious of claims of such true universalism, and its likely dangerous applications. This entails a brief analysis into certain justified universalist legal traditions; an example of such is found in the International Criminal Court (ICC). In examining the theory and application of western-originated cosmopolitanism, we not only see how theoretical claims (...) of moral superiority are wrong, but that they are alive and well in western theories. In application, it follows that even (slightly) milder legal traditions, like the ICC, imply this unjustified moral superiority. (shrink)